EAD 600 - Special Education AdministrationAdministration of Special Education provides an overview of the major concepts involved in the education of children with exceptional needs. The major emphasis is on developing a personal philosophy and acquiring the knowledge and skill to administer special education programs at the school level in New York State. While special education teachers may find the course interesting due to its administrative focus, the primary audience is the general education professional. 3sh

EAD 601 - Fundamentals of AdministrationAt the conclusion of this course, students will be able to: identify the relationship between people's behavior and their belief structure; utilize group process as a problem- solving device; identify various leadership styles and their consequences; describe their own concept of Educational Administration; demonstrate a commitment to their own continued professional growth; and analyze a school district issue. Prerequisites: permanent teaching certification and thirty graduate hours. 6sh

EAD 610 - School PrincipalshipAt the conclusion of this course, students will be able to: develop an organizational structure for the middle manager to facilitate the goals and objectives of the unit; implement the management process for the middle manager most appropriate to a specific middle manager's position, and predict the consequences of that particular management process selected; verbalize and demonstrate technical skills that are necessary to perform formative and summative teacher evaluations; verbalize and demonstrate supervisory skills. Prerequisite: EAD 601. 6sh

EAD 620 - School Business Management for Building and District LeadersAt the conclusion of this course, students will be able to: identify a specific school district and verbalize the budgetary responsibilities of each of its administrative components; do an operating cost analysis of a specified program after being given a specific program in a school and a traditional line-item budget; compare the procedures and capabilities of Planning Programming Budgeting System of budgeting with a traditional budgeting model; develop an appropriate budgeting model and identify the steps necessary for its implementation for an identified school district; conceptualize the business management competencies necessary to function as a business administrator or unit head in a specified school. Prerequisites: EAD601 and 610. 3sh

EAD 621 - School Personnel Management for Building and District LeadersAt the conclusion of this course, students will be able to: analyze a school's staffing practice in relation to its goals and programs; develop a staffing plan that is consistent with a school's goals and programs that identifies appropriate procedures for the plan's implementation; identify and apply a leadership theory that is appropriate to a given staffing plan; develop and implement a data collection system that gives feedback related to the effectiveness of a staffing plan; analyze and rewrite sections of a negotiated contract to meet specified criteria. Prerequisites: EAD 601 and 610. 3sh

EAD 622 - School Law for Building and District LeadersAt the conclusion of this course, students will be able to: use the resources available in the library for analyzing and reporting legal problems; understand procedures for analyzing case law and legislation. Prerequisites: EAD 601 and 610. 3sh

EAD 629 - Assessment for School Improvement for Building and District LeadersThis course is designed to prepare school leaders to be critical consumers of both traditional and emerging forms of assessment data, as well as informed users and developers of authentic alternative assessment techniques. The focus of the course is on both assessment literacy and assessment leadership. Prerequisites: EAD 601 and 610. 3sh

EAD 641 - Supervision: Improvement of Instruction for Building and District LeadersAt the conclusion of this course, students will be able to: develop and implement a plan indicating a process for the systematic collection of data and its use for the formative evaluation of a staff member; develop and implement a plan indicating a process for the systematic collection of data and its use for summative evaluation of a staff member. Prerequisites: EAD 601 and 610. 3sh

EAD 650 - Curriculum Theory for Building and District LeadersAt the conclusion of this course, students will be able to: identify a particular set of personal and professional assumptions or generalizations which can be supported by related philosophical assumptions and/or scientific principles, which, in turn, will serve as a basis for projecting hypotheses for action testing; develop a process for understanding and building curriculum theory. Prerequisites: EAD 601 and 610. 3sh

EAD 651 - Curriculum Facilitation for Building and District LeadersAt the conclusion of this course, students will be able to: develop a personal theory of curriculum; complete analysis of a curricula design; complete analysis of a curricula implementation plan; verbalize the substance of the curriculum content and method; identify the consequences of curriculum facilitation; verbalize a plan for staff development and the principles of curriculum facilitation. Prerequisites: EAD 601 and 610. 3sh

EAD 652 - Curriculum Administration for Building and District LeadersAt the conclusion of this course, students will be able to: demonstrate knowledge and ability to apply skills of social research including problem identification and the collection and analysis of data in program planning; assist the staff development program with specific regard to curricular content areas; demonstrate abilities to prioritize, in relation to district, state, and national goals, and to demonstrate decision making skills within a framework of sound human expertise. Prerequisites: EAD 601 and 610. 3sh

EAD 660 - Organizational Change for Building and District LeadersAt the end of this course, students will be able to: identify various models for understanding the dynamics of school improvement, identify appropriate change strategies; discuss the phenomenon of school as a culture; analyze change process; and describe their own concept of change agentry. Prerequisite: EAD 601. 3sh

EAD 661 - Professional Adults as Learners for Building and District LeadersThis course is a laboratory in understanding the professional adult as a learner. Students reflect on their own professional learning; develop questions related to adult professional learning; identify and use resources to frame responses to their questions and share their activities; students gather, analyze and report data related to staff development and professional learning environment in the course. Prerequisite: EAD 601. 3sh

EAD 662 - Staff Development Administration for Building and District LeadersAs a result of this course, students will be able to: identify the need for staff development in a district; design an appropriate staff development program; identify the elements of effective program evaluation; identify marketing strategies and describe their own concept of excellence in staff development. Prerequisite: EAD 661. 3sh

EAD 663 - Shared Decision Making in Schools for Building and District LeadersAs a result of this course, students will be able to: identify the perspective of various role players in shared decision making; critique several models of shared decision making; and exhibit skill in working in a group to solve school-related problems. 3sh

EAD 664 - Readings in Educational Administration for Building and District LeadersThe purpose of this course is to develop students' ability to adapt notions from a wide variety of sources to the leadership of schools. Students read and discuss common fiction and non-fictional materials and view common media performances as well. Papers are written and discussions occur. 3sh

EAD 695 – Internshipfor Building and District LeadersAt the conclusion of the internship, students will be able to: demonstrate the development of professional competency program related to the student's concentration and the internship experience; demonstrate the evaluation of a professional competency program in the internship experience, supplying documented validation of competency demonstration. Prerequisites: EAD 601 and 610. 9sh

EAD 696 - Research and Evaluation Methods in Educationfor Building and District LeadersThis course is designed as an introduction to research and evaluation in education. The intent of this course is to prepare consumers for the intelligent use of educational research. Instruction on statistical concepts and methodology will emphasize conceptual understanding rather than computational expertise -- facility with mathematics will be neither assumed nor required. Class activities will acquaint the student with "real world" problems and concerns relating to educational research and evaluation applications in schools. Prerequisite: EAD 601. 3sh

EAD 699 - Independent Study for Building and District LeadersAt the conclusion of this course, students will be able to: gain a specific and individual knowledge, skills and competency in an area where the student desires work beyond that offered in structured program courses. Prerequisites: EAD 601 and 610. 1 to 6 sh

Additional Electives by Permission of the Instructor and/or Department Chair

EAD 671 – Conceptual Models of School LeadershipThis is the first course in a three-course sequence to assist middle-level school administrators (principals, directors, coordinators, assistant superintendents) in understanding and preparing for the school superintendency. In this first course students are introduced to a conceptual model that presents four types of leadership the successful superintendent must exhibit (instructional, political, organizational, strategic) in both the district and community environment. The model also incorporates the impact of the superintendency on one’s personal life. In addition, students develop a first draft of their educational platform (beliefs) as a superintendent and will begin to examine superintendent-level thinking about issues of practice by working in cohort team with two local superintendents on real problems of practice. 3sh Prerequisite: Departmental Approval.

EAD 672 – Complementing School Leadership ModelsThis is the second course in a three-course sequence to assist middle-level school administrators (principals, directors, coordinators, assistant superintendents) in understanding and preparing for the school superintendency. In this second course students explore the conceptual model that presents four types of leadership the successful superintendent must exhibit (instructional, political, organizational, strategic) in both the district and community environment. They also reflect on how a superintendency might impact their personal life. In addition, students participate in workshops and seminars on various aspects of the superintendency, work on a team to analyze real problems of practice, and read about/discuss the superintendency. 3sh Prerequisite: Departmental Approval and successful completion of EAD 671.

EAD 673 – Assessment of School Leadership ModelsThis is the third course in a three-course sequence to assist middle-level school administrators (principals, directors, coordinators, assistant superintendents) in understanding and preparing for the school superintendency. In this third course students will assess themselves against the conceptual model that presents four types of leadership the successful superintendent must exhibit (instructional, political, organizational, strategic) in both the district and community environment. The students also evaluate the impact of the superintendency on their personal lives and assess whether this is the appropriate career path. Also, students participate in workshops and seminars on various aspects of the superintendency, work on a team to analyze real problems of practice, and read about/discuss the superintendency. 3sh Prerequisite: Departmental Approval and successful completion of EAD 672.